论教育启蒙思维:内涵、表征及实践转化  

Education Enlightenment Thinking:Connotation,Representation and Practice Conversion

作　　者：陈仁[1] 杨兆山[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《当代教育与文化》2014年第6期8-13,共6页Contemporary Education and Culture

基　　金：教育部2013年人文社会科学重点研究基地重大研究项目(13JJD880003)阶段性研究成果

摘　　要：教育思维是关于"教育"的观念综合体,是对教育实践的观念化概括和升华。教育启蒙思维是在教育的"启蒙"意识基础上,所形成的以"启蒙"为精神向度、实践目的论和方法论支撑的观念形态,其实践指向即是"使人成为人"的启蒙教化,体现着超越性、整体性和生成性的特点。在当代,推动教育启蒙思维的实践转化,需要坚持"人的启蒙"的使命,使其突破"奴化教育"、"物化教育"的束缚,并积极转向"人化教育"。Educational thinking is an integrated conception of education,a summary and sublimation of conceptualization of education practice.Education enlightenment thinking is an enlightenment-oriented ideology,which is formed on the basis of educational enlightenment awareness,and supported by teleology and methodology of practice.Its practical purpose is directed at humanity-oriented education,embodying transcendental holistic and generative features. To promote conversion of educational enlightenment thinking into practice in the present day needs to uphold the fundamental mission of man＇s enlightenment,breaking through the constraints of enslaving education and materialized education,and actively converting into humanity-oriented education.

关 键 词：教育启蒙 超越性思维 整体性思维 生成性思维 人化教育 

分 类 号：G650[文化科学—教育学]